Conclusion

Abstract

Here, I compare historical and contemporary terminology and suggest implications for future understandings of language. Social construction and labelling theory are brought together as interpretative views. I remind readers that disability memoirs and the voices of special students reveal a complex range of views. Discourse and deconstruction are linked as postmodern perspectives. Both analysing concepts; and avoiding misleading language are seen as seeking greater clarity to special education. Key points arising in the book are summarized. I examine the power of language, but also its limitations as an agent of change. Finally, an optimistic future for special education and special students is envisaged.